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Öğe Covid-19 döneminde zihin yetersizliği olan öğrencilerin deneyimleri hakkında ailelerin görüşleri(Trakya Üniversitesi Eğitim Fakültesi, 2022) Ceylan, Mustafa; Afacan, Kemal; Görmez Ceylan, MerveCovid-19 virüsü tüm dünyada yayılan bir pandemi haline gelmiş ve milyonlarca insanın hayatını olumsuz yönde etkilemiştir. Bu çalışmanın amacı zihin yetersizliği olan öğrencilerin Covid-19 sürecindeki yaşantılarının aile bireylerinin görüşlerine göre incelenmesidir. Çalışma kapsamında zihin yetersizliği olan öğrencilerin günlük rutinlerinde, pandemi sürecindeki online eğitim deneyimlerinde, problem davranışlarında, aile içi etkileşimlerinde, akademik becerilerinde, sunulan desteklerde, sağlık durumlarında oluşan değişimlere ve bu süreçteki önerilere yer verilmiştir. Çalışmaya altı anne, beş baba ve bir kardeş olmak üzere toplam 12 aile bireyi katılmıştır. Yarı yapılandırılmış görüşme tekniği ile elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Elde edilen bulgular alanyazın doğrultusunda tartışılmış ve önerilerde bulunulmuşturÖğe Educator perspectives on advantages and disadvantages of alternative schools(SAGE Publications Inc., 2024) Afacan, Kemal; Wilkerson, Kimber L.Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.Öğe The effectiveness of behavior-focused alternative middle schools for students with disabilities(Sage Publications, 2019) Afacan, Kemal; Wilkerson, Kimber L.Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.Öğe An examination of characters with special needs in juvenile books(Ankara Üniversitesi, 2024) Öztürk, Hüseyin; Afacan, Kemal; Ceylan, Mustafa; Kırcı, AliIntroduction: Juvenile books are useful tools to increase young people's knowledge and sensitivity about individuals with special needs. In particular, the books that are structured in a qualified way and that appeal to the world of young people will be useful in establishing healthy communication bridges between individuals with typical development and individuals with special needs. For this reason, it is important to identify qualified books on individuals with special needs. In this research, we examined the books that include individuals with special needs as characters in terms of their structure, depiction, and developmental characteristics. Method: The study utilized document analysis model, one of the qualitative research methods, in which we examined the characters with special needs according to various criteria. We evaluated thirty-eight books in the study. While identifying the books, we sought that they appealed to juvenile and included at least one character with special needs. We analyzed the books with the content analysis technique. Results: Results showed eleven different disability types in the 38 books. Of these, 10 were visual impairment, 11 were physical disabilities, six were hearing impairment, six were intellectual disability, six were autism spectrum disorder (ASD), five were cerebral palsy, three were speech and language disorders, three were gifted, one was specific learning disability, one was attention deficiency and hyperactivity disorder, one was a physical disorder. In 33 books, characters had positive depictions; 33 characters had dynamic characteristics, and all of the books had realistic fiction except two. Discussion: The results of the study differ from the studies in the literature in terms of the variety of special needs of the characters. In terms of the reality of the fictions, the results overlap with the studies in the literature. The rate of dynamic characters in the books that are the subject of this research is higher than past studies. The results regarding the relationship between the characters with special needs and their peers are also consistent with the results of the studies on the topic.Öğe Examining preschool picture storybooks about individuals with special needs(Ankara Üniv, 2022) Öztürk, Hüseyin; Afacan, Kemal; Demirtaş İlhan, SedenAbstract Introduction: There is a need for awareness raising activities from the preschool period about individuals with special needs. Children's literature offers opportunities to enrich and deepen these studies. Examining the picture storybooks in the preschool period will be useful in increasing the awareness of children regarding individuals with special needs. Method: In this study, preschool picture storybooks published since 2000 about individuals with special needs were analyzed using content analysis. A total of 20 books were included. In this study that was carried out using assessment scales included in the international liteature, the personal characteristics, character traits, character depictions, character development, and information about the point of view of the story, as well as the relationships between characters with and without special needs were examined. Findings: Eight different special need conditions were identified in the 20 picture storybooks. Of the 20 books that were examined, physical disability in six studies, hearing impairment in four studies, intellectual disability in three studies, dyslexia in two studies, attention deficit and hyperactivity disorder in two studies, visual impairment in one study, autism in one study, and speech disorder in one study were the subject. Discussion: While the variety of these conditions were similar to previous studies, the results regarding character development and relationships between characters differed. This study identified picture storybooks that could raise awareness towards individuals with special needs and provided recommendations for reading programs.Öğe Inclusive future making: building a culturally responsive behavioral support system at an urban middle school with local stakeholders(Routledge, 2021) Bal, Aydın; Afacan, Kemal; Clardy, Tremayne; Çakır, Halil İbrahimThis article presents a formative intervention study, called Learning Lab that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been historically excluded from schools’ problem-solving activities to address an inner contradiction that they face—racial disproportionality in school discipline. Learning Lab members excavated and analyzed the school’s discipline system with its activities and disturbances and designed a new school-wide behavioral support system that is responsive to diverse experiences, perspectives, practices, and goals of their school community. A qualitative analysis of the Learning Lab process was conducted related to the development of the new system. Members examined outcomes in the existing discipline system, identified daily manifestations of the inner contradiction and collectively designed a culturally responsive system. The study showed the “how” of a systemic design and transformation process that helped develop a deeper understanding of educational change as a form of collective learning. The study demonstrated how a secondary artifact (system mapping) might facilitate movement from problem-definition to envisioning new possibilities. Given the inability of top-down education policies to impact sustained systemic transformation in schools, Learning Lab provides an ecologically valid collective knowledge-production and systemic design process that shows the possibilities of transforming marginalizing systems from the ground-up and collectively envisioning schools as spaces of solidarity, emancipation, and innovation.Öğe Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study(Elsevier, 2021) Afacan, Kemal; Bal, Aydın; J.Artiles, Alfredo; Çakır, Halil İbrahim; Ko, Dosun; Mawene, Dian; Kim, HyejungStudents from racially minoritized backgrounds have been disproportionately subject to exclusionary school discipline in the United States. Utilizing cultural-historical activity theory and the formative intervention methodology, we conducted a yearlong formative intervention, Learning Lab, in an elementary school with significant racial disproportionality in school discipline. Teachers, family members, administrators, support staff, and community members with diverse and often opposing histories and goals worked together to critically examine their existing behavioral support system and racial disparities in practices, assumptions, processes, and outcomes from multiple perspectives. We utilized the method of expansive learning actions to analyze qualitative data from ten subsequent sessions. Our findings showed that local stakeholders successfully formed and sustained a diverse working group that represented families, educators, researchers, and community members. Learning Lab members worked collaboratively to question their existing school practices and to examine the root causes of racial disproportionality through historical and empirical analyses. We discuss both possibilities and challenges regarding inclusive knowledge production and the systemic transformation process at local schools.Öğe Integrating pro-environmental behaviors into school-wide positive behavioral interventions and supports for creating green schools(SAGE Publications Ltd, 2024) Demirtaş, Şenol; Karasu, Necdet; Afacan, Kemal; Aykut, Çığıl; Karahan, Mehmet Baki; Sert, CihanThe causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.Öğe Predicting reading achievement of students with intellectual disability from early reading achievement: Are they related?(Springer Science and Business Media B.V., 2024) Afacan, Kemal; Wilkerson, Kimber L.Students with intellectual disability (ID) have been participating in statewide general and alternate reading assessments during the past two decades. However, these students’ reading performance on statewide assessments over time has not been adequately examined. The purpose of this study was to examine the relationship between students with ID’s 5th grade reading achievement and their 8th grade reading achievement as measured by statewide standardized assessments. We used a longitudinal dataset from an urban school district in a Midwestern state in the United States. Results showed that students with ID’s 5th grade reading achievement did not significantly predict their 8th grade reading achievement in the general assessment. On the other hand, students with ID’s 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Implications of these results were discussed and recommendations for future research were provided.Öğe Reading comprehension interventions for students with intellectual disability: A systematic literature review(Ankara Universty, 2020) Afacan, KemalThe purpose of this literature review was to examine the characteristics of reading comprehension interventions implemented for students with intellectual disability (ID). Electronic databases were searched to identify reading comprehension studies published between 2006 and 2019. A total of 13 emprical studies fit the inclusion criteria. 109 students with ID participated in the studies. Results showed that students with ID were able to develop effective reading comprehension skills after interventions. This literature review highlights strategies and materials used to teach reading comprehension skills to students with ID. Limitations along with implications for future research were provided.Öğe Reading outcomes of students with intellectual disability on statewide assessments(Sage Publications, 2021) Wilkerson, Kimber L.; Afacan, KemalEducation laws in the U.S. hold schools accountable for including students with intellectual disability on statewide reading assessments. Students with intellectual disability have been taking general or alternate reading assessments over the past two decades. However, very little attention has been given to the results of these assessments. The purpose of this study was to examine reading outcomes of students with intellectual disability on statewide general and alternate assessments in a Midwestern state in the U.S. We also examined whether students with intellectual disability’s reading outcomes varied across traditional and innovative school types. Results from descriptive analyses showed that a very low percentage of students with intellectual disability performed at the proficient level or above on 5th and 8th grades reading assessments. Also, students with intellectual disability’s reading proficiency levels did not significantly differ across school types. Implications of these results are discussed and recommendations for future research are providedÖğe Repeated school suspensions: who receives them, what reasons are given, and how students fare(Sage Publications, 2021) Wilkerson, Kimber L.; Afacan, KemalAlthough out-of-school school suspensions have been correlated with negative school outcomes, they are still a common formal response given to students whose behavior is deemed problematic. Being suspended multiple times within an academic year results in students losing even more instructional time. In this study, we used longitudinal data for students from elementary to high school to examine: (a) demographic characteristics of students who received repeated out-of-school suspensions across six consecutive years, (b) common infractions that resulted in those school suspensions, and (c) the relationship between repeated suspensions and students’ later academic and behavior outcomes. We found that a high number of male and Black students, as well as students with disabilities, received repeated suspensions with minor infractions reported as the most common reasons. Regression analyses revealed a significant and negative relationship between repeated suspensions in the early grades and the number of suspensions students received in secondary school.Öğe A review of research on social studies instruction for students with intellectual disabilities(SAGE Publications Ltd, 2024) Afacan, Kemal; Kılıç Afacan, EsraThe content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.Öğe School wide-positive behavioral interventions and supports in Europe: A scoping review(SAGE Publications Inc., 2025) Demirtaş, Şenol; Karahan, Mehmet Baki; Afacan, Kemal; Karasu, Necdet; Goei, Sui LinResearch on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.Öğe Transforming schools from the ground-up with local stakeholders: Implementing learning lab for inclusion and systemic transformation at a middle school(Springer Netherlands, 2019) Bal, Aydın; Afacan, Kemal; Çakır, Halil İbrahimHistorically, students from racially minoritized communities receive exclusionary disciplinary actions more frequently and severely in the United States. Researchers have recommended that schoolwide behavioral interventions implemented to address racial disproportionality need to be culturally responsive to local school contexts. Using the theory of expansive learning, we conducted a one and a half year-long formative intervention, Learning Lab, to examine and address racial disproportionality with local stakeholders at an urban middle school. We analyzed how parents, teachers, administrators, community members, and researchers collaborated to design a culturally responsive school discipline system at Rogoff Middle School. The analysis of expansive learning actions showed that the systemic transformation process facilitated at the school included a cycle of seven expansive learning actions. We discussed implications of the current study for education research and practice.Öğe Zihin yetersizliği olan öğrencilere akıcı okuma öğretimi üzerine yapılan araştırmaların incelenmesi(Kocaeli Üniversitesi, 2022) Afacan, KemalAkıcı okuma, okuduğunu anlama gibi daha üst düzey okuma becerilerinin kazanılması için gerekli bir beceridir. Geçmiş çalışmalar zihin yetersizliği olan öğrenciler için akıcı okuma becerilerinin öğretiminin öncelik olmadığını ve sınıf içi uygulamalarda akıcı okuma öğretimine yönelik uygulamaların yer almadığını göstermiştir. Bu çalışmanın amacı zihin yetersizliği olan öğrencilerin akıcı okuma becerilerini geliştirmeyi amaçlayan bilimsel araştırmaları tespit etmek ve bu araştırmaların betimsel bir incelemesini sunmaktır. Konu ile ilgili literatürde yer alan araştırmaları tespit etmek için EBSCO (Academic Search Ultimate, ERIC, H. W. Wilson, TR Dizin), Web of Science (Social Sciences Citation Index ve Emerging Sources Citation Index) ve Google Akademik veri tabanlarında aramalar yapılmıştır. Akıcı okuma, zihin yetersizliği ve uygulama ile ilgili farklı anahtar kelime kombinasyonları kullanılmıştır. Bu çalışmada belirlenen altı ölçütü karşılayan toplam 14 araştırma makalesi tespit edilmiştir. Bu 14 araştırma makalesi betimsel özellikleri açısından incelenerek bulgular oluşturulmuştur. Bulgular araştırmaların hafif ve orta düzeyde zihin yetersizlikleri bulunan öğrencilerle ve çoğunlukla ilkokul ve ortaokul düzeyinde yapıldığını ortaya koymuştur. Çalışmaların çoğunda tek denekli araştırma desenleri kullanılmıştır. Bulgular ayrıca araştırmalarda yaygın olarak tekrarlı okuma yönteminin kullanıldığını ve bu yöntemin hafif ve orta düzeyde zihin yetersizliği olan öğrencilerin bir dakikada okuduğu doğru kelime sayısını artırma üzerinde etkili olduğunu göstermiştir. Çalışmanın sınırlılıkları ve gelecek çalışmalar için öneriler belirtilmiştir
